CAREER DEVELOPMENT CENTER STRATEGIC PLAN 2016-2017 1
CAREER DEVELOPMENT CENTER  STRATEGIC PLAN 2016-2017  1
Mission At the CDC, our mission is to be the gateway to career services on the Indiana University Bloomington campus by providing students with a strong foundation for career development success. We are a student-focused center that provides opportunities for undergraduate students to cultivate self-awareness, career and major exploration, and marketable skills. By offering comprehensive, high-quality services and opportunities, we aim to help students successfully identify and pursue their academic interests and achieve their career aspirations. Values Students always come first. Career development is essential to a student’s holistic development and wellness. We strive to be innovative and on the forefront of change. Outstanding customer service and creating a welcoming and respectful environment is at the core of everything we do. We seek to provide answers. If we don’t know the answer, we will find out who does. 3
Mission At the CDC, our mission is to be the gateway to career services on the Indiana University Bloomington campus by pr...
Table of Contents Exploratory Advising and Programming Implement Satellite Advising and Chat Advising to ‘meet students where they are’............................................7 Oversee new exploratory programming.................................................................................................................8 Reach more students by increasing the number of outreach presentations and workshops.............................10 Revise and update Career Guides, online resources, and the vendor review process........................................12 Expand advisor training practices to include more staff participation and engagement.....................................14 Expand collaboration in event programing, training, and development of new cross office services................15 Career Peer Program Hire Career Peers to serve as representatives for the office................................................................................18 Orientate and train career peer team to office space/staff/responsibilities and expectations...........................20 Distribute and assess work for career peers as projects arise and available work time permits........................21 Continue to implement supervision tactics which will improve career peers experience and performance.....22 Experiential Learning Programs & Services Successfully build and maintain quality employer relationships..........................................................................24 Categorize On-campus Internships.......................................................................................................................27 Educate students on the benefits of All Experiential Learning.............................................................................28 Launch HoosierConnections..................................................................................................................................29 Launch NEW Part-time Job and Internship Fair - March 2017..............................................................................30 Assessment, Technology, & Media Implement new online technologies and revise existing media t........................................................................32 Collaborate with IU technology systems to implement new data feeds..............................................................34 Standardize Symplicity usage, data, and training across the MSE........................................................................35 Develop and administer new assessments practices to improve career advising services.................................36 University Relations, Marketing, and Media Team Develop and implement refreshed CDC brand identity........................................................................................39 Enhance and Expand Social Media Engagement..................................................................................................40 Develop and create videos for students and staff.................................................................................................41 5
Table of Contents Exploratory Advising and Programming Implement Satellite Advising and Chat Advising to    meet students ...
Exploratory Advising and Programming Leader: Alexa Yarnelle Members: Lindsey Hojnowski, Jan Van Dyke, Amanda Zhao Mission The EAP Team’s mission is to serve as leaders, consultants, and expert practitioners for all student services at the Career Development Center. Overview of EAP Team Focus Areas Drop-in Career Advising – all topics, on-site and occasionally off-site (available to all students) Career Advising Appointments – all topics (available to University Division students and Students in Transition) Exploratory Programming – Exploratory Month, Getting into Graduate School Series, and Resume Workshops Outreach – Presentations and workshops for classes, student organizations, and IU departments/offices Career Resources – includes career assessment instruments, Career Guides, and the on-line online Resource ResourceLibrary Library Advisor Training – new advisor training and monthly advisor training sessions Goals 1. Implement Satellite Advising and Chat Advising to ‘meet students where they are’ 2. Oversee new exploratory programming including ‘Explore Month,’ ‘Getting into Graduate School’ Series, and monthly resume workshops 3. Reach more students by increasing the number of outreach presentations and workshops by at least 50% 4. Revise and update the Career Guides, on-line online resources, resources,and andthe thevendor vendorreview reviewprocess process 5. Expand advisor training practices to include more staff participation and engagement 6. Expand collaboration in event programing, training, and development of new cross office services 6 CAREER DEVELOPMENT CENTER STRATEGIC PLAN, 2016 - 2017
Exploratory Advising and Programming Leader  Alexa Yarnelle Members  Lindsey Hojnowski, Jan Van Dyke, Amanda Zhao  Mission...
Implement Satellite Advising and Chat Advising to ‘meet students where they are’ We will implement two new ways of providing drop-in advising to students by being present in 8 satellite locations once per month. We will also begin using Chat advising as a triage service. This new way of providing career advising will allow students to meet with us in perhaps more convenient locations and times. TASKS August 2016 Lindsey Hojnowski & Alexa Yarnelle NOTES Schedule satellite locations and staff them for the first week of each month {September, October, November, December (February, March, and April tentative)} OVERVIEW We will staff Career Peers and GAs to advise/table in 8 different locations during the first week of each month {IMU, Athletics, Foster/Read, Academic Support Centers (x 3), La Casa}. ACTION ITEMS • Confirm with locations in July 2016 • Staff all 32 fall shifts in August 2016 • Coordinate with Marketing team to establish a marketing plan in August 2016 SUCCESS INDICATORS • Advised at least 25 students in satellite locations each month, in addition to 1200 (yearly) students in regular DIA Dec. 2016 Cassi WinslowEdmonson, Lindsey Hojnowski, & Lou Hanson NOTES Begin use of Chat Advising on our website OVERVIEW The CDC would like to have a chat function available on our website so students or other web visitors can ask quick questions related to our office or career development in general. ACTION ITEMS • Choose a vendor and implement the chat function • Train front desk staff and Career Peers on how to answer chat questions • Create a bank of quick reception responses SUCCESS INDICATORS • • • • Vendor is chosen and is up and running by December Front desk staff and Career Peers are trained to answer chat questions Chat is staffed during office hours by front desk staff If adequately used, we will think about expanding chat to outside of office hours in Spring 2017 Exploratory Advising and Programming 7
Implement Satellite Advising and Chat Advising to    meet students where they are    We will implement two new ways of pro...
TASKS, Continued October 2016 Alexa and EAP Team NOTES Expand the ‘Getting into Graduate School’ Series OVERVIEW The EAP Team will create and implement a 5-part ‘Getting into Graduate School’ series to occur in a close timeframe to the Graduate School Fair on September 27. This series will be collaboratively marketed by the CDC, Hutton Honors College, and Hudson & Holland Scholars. All series sessions will take place at the Hutton Honors College Great Room from 6-7:30 pm. We will collaborate with several campus departments for presenters. The topics are as follows: • Exploring Graduate School Opportunities, Sept. 7 (Lindsey) • Applying to Graduate School: Research Programs and Timeline, Sept. 14 (Amanda) • Preparing for the Graduate School Fair, Sept. 21 (Alexa) • Financing Graduate School: Competitive Awards, Fellowships, & More, Sept. 28 (Alexa) • Preparing Graduate Application Materials, Oct. 5 (Jan V.) ACTION ITEMS • Invite and confirm presenters for appropriate sessions; finalize by August 2016 • Coordinate with Marketing team to establish a marketing plan in August 2016 SUCCESS INDICATORS • At least 25 students attend each session • Students are well prepared for the Graduate School Fair and the application process • Students can identify campus resources to help them with the graduate school process August 2016 Alexa & Lindsey Hojnowski NOTES Begin providing monthly Resume Workshops in the Academic Support Centers and the CDC OVERVIEW Resume workshops are always needed by students of all years and majors. The CDC would like to continue offering resume workshops, but present them in new locations. We would like to have 4 resume workshops per semester (once per month); 3 in the Academic Support Centers (Briscoe, Teter, and Forest) and one at the CDC. ACTION ITEMS • Work with Leslie Robinson to secure ASC space for fall (one in each of the 3 ASC locations) • Set dates and schedule staff for fall workshops • Coordinate with Marketing team to establish a marketing plan in August 2016 SUCCESS INDICATORS • At least 20 students attend each resume workshop • Students can explain how to format and target a resume and write accomplishment statements • Students feel confident in the marketability of their resume Exploratory Advising and Programming 9
TASKS, Continued October 2016  Alexa and EAP Team  NOTES  Expand the    Getting into Graduate School    Series OVERVIEW  T...
Reach more students by increasing the number of outreach presentations and workshops by at least 50% Providing outreach presentations across campus is a great way to spread the word about CDC services (and career development in general) to captive audiences. Pat and Alexa met with 24+ campus partners in the Spring of 2016 to be proactive in our outreach efforts. As a result, many departments have invited us to do presentations for their classes and student groups, which will be a large part of our daily responsibilities in the coming year. TASKS Fall 2016 Lindsey Hojnowski & Alexa Yarnelle NOTES Schedule and staff new partnership presentations (Career Peers, Graduate Assistants, and Professional Staff) OVERVIEW The 140+ outreach presentations per semester will be staffed by Career Peers, GAs, and Professional Staff. Alexa will establish partnerships and expectations; Lindsey will schedule staff presenters. ACTION ITEMS • Use the Collaboration chart to follow up with campus partners in July and August to schedule dates • Designate the number of outreach presentations each staff member is asked to complete per semester • Assign staff to outreaches in summer if possible, and as dates become solidified • Lindsey will train Career Peers in early fall to be ready to present by mid-September SUCCESS INDICATORS • Every outreach is staffed and completed • Follow up with campus partners in March/April 2017 to evaluate partners’ satisfaction • 50% more students reached via outreaches than last year 10 Exploratory Advising and Programming
Reach more students by increasing the number of outreach presentations and workshops by at least 50  Providing outreach pr...
TASKS, Continued Fall 2016 Lindsey Hojnowski, Lisa Hamilton, & Alexa Yarnelle NOTES Manage, update, and maintain outreach content to engage students OVERVIEW We want our outreaches to be fun and engaging for students. We would like to incorporate workshop-style ‘take-aways’ in all of our presentations to fully educate students on our content. ACTION ITEMS • Add time into all official outreach presentations for interactive activities and/or product-driven activities SUCCESS INDICATORS • ‘Workshop’ elements are added to all official outreaches • Follow up with campus partners in March/April 2017 to evaluate partners’ satisfaction with workshop elements Exploratory Advising and Programming 11
TASKS, Continued Fall 2016  Lindsey Hojnowski, Lisa Hamilton,   Alexa Yarnelle NOTES  Manage, update, and maintain outreac...
Revise and update Career Guides, online resources, and the vendor review process The EAP Team will oversee the maintenance and improvement of all career resources that the CDC uses to conduct advising and outreach TASKS August 2016 Alexa Yarnelle & Cassi WinslowEdmonson NOTES Update Career Guides OVERVIEW Each professional staff member has 2 or 3 Career Guides assigned to them. Alexa will coordinate the guide updates, and Cassi will post them on the website. ACTION ITEMS • • • • Assign staff to guides, give instructions on how to update and provide deadline Staff will update their guides and send to Cassi in an email Cassi’s team will update the guides online accordingly EAP Team will finish Annie’s work on the Graduate School tab for each Career Guide (December 2016) SUCCESS INDICATORS • Guides are updated with accurate majors and no broken links • Guides are posted by August 2016 • Graduate tab is added to all guides by December 2016 August 2016 Alexa Yarnelle NOTES Update VIPS/Learn About Yourself page of website to reflect new career assessment processes OVERVIEW Since we implemented a new procedure for students to sign up for assessments, our website text needs to reflect this new procedure with instructions and links. ACTION ITEMS • Alexa and EAP Team will rewrite/update text and links for each page • We will then send a screen shot document with changes to Cassi to update on the website SUCCESS INDICATORS • Text and links are reviewed and submitted to Cassi by the end of July • New content is posted by mid-August 12 Exploratory Advising and Programming
Revise and update Career Guides, online resources, and the vendor review process The EAP Team will oversee the maintenance...
TASKS, Continued Dec. 2016 Alexa Yarnelle, Amanda Zhao, and Cassi WinslowEdmonson NOTES Restructure and edit the online Resource Library OVERVIEW After the split of the CDC from Arts and Science Career Services, the CDC needs to restructure our career resources and make them more visually easy to navigate for exploratory and pre-major students. ACTION ITEMS • Amanda will work with Cassi and the EAP Team to streamline the vendor review process (i.e. MachForm) • EAP Team will recommend which categories should be listed and which resources should appear in each category in the library • EAP Team will create recommendation for visual look of the library and present to tech team for eventual website redesign SUCCESS INDICATORS • Recommendations made by August 2016 • Resource library updated by December 2017 Dec. 2016 EAP Team and Giff Reed/Graphic Designer NOTES Create new career and major exploration handout OVERVIEW The CDC doesn’t have a ‘go-to’ handout for our main career advising topic: Career and Major Exploration. We would like to create one to use in advising sessions. ACTION ITEMS • EAP Team will brainstorm ideas and write content • Giff or the graphic designer will draft visuals SUCCESS INDICATORS • Brainstorm/content done by October 2016 • Handout complete and posted by December 2016 Dec. 2016 Alexa Yarnelle and EAP Team NOTES Evaluate SuperStrong for use with all freshmen OVERVIEW We believe that it’s important for students to learn about their career interests as early as possible. The SuperStrong is useful for large groups of students. We want to learn about the possibility of having every freshman take the SuperStrong. ACTION ITEMS • EAP Team will demo SuperStrong summer 2016 and make recommendations • Coordinate with Marketing Team to use the Strong Toolkit to market the Strong SUCCESS INDICATORS • Recommendation by November 2016 • Strong Interest Inventory is marketed within and beyond our center Exploratory Advising and Programming 13
TASKS, Continued Dec. 2016  Alexa Yarnelle, Amanda Zhao, and Cassi WinslowEdmonson NOTES  Restructure and edit the online ...
Expand advisor training practices to include more staff participation and engagement The EAP Team is responsible for providing/coordinating new advisor training and ongoing advisor training. We would like to have more staff input on topic selection and presentations of staff trainings. TASKS August 2016 EAP Team NOTES Set dates for training and staff a variety of training facilitators OVERVIEW The EAP Team would like to have more staff involvement in choosing training topics. We will assess staff interest and schedule sessions accordingly. In addition, each second year GA will be responsible for one training session per year. ACTION ITEMS • • • • Use advising assessment results to inform training topic ideas Assess which topics staff would be interested in (July 2016) Schedule 2nd year GAs to facilitate a training session Reflect on close campus partnerships and determine which offices would be beneficial to present to all staff SUCCESS INDICATORS • Monthly advisor trainings are facilitated by a different person each month • Staff will engage in training sessions and implement best practices in advising sessions 14 Exploratory Advising and Programming
Expand advisor training practices to include more staff participation and engagement The EAP Team is responsible for provi...
Expand collaboration in event programing, training, and development of new cross office services TASKS Dec 2016 Pat Donahue NOTES Benchmark the Development of Academic & Career Exploration Centers in Freshmen Residence Halls OVERVIEW Benchmark other universities and discuss with University Division and OVPUE how to establish centers in residence halls where students can explore both majors and careers. ACTION ITEMS • Collaborate with Mary O’Shea • Benchmark the following: • Offer all-day drop-in advising and evening advising in residence halls if demand exceeds our current hours • Create a marketing plan for this new service • Create materials for marketing and use in the space • Create a schedule for off-site advising (where and when) • Are CDC advisors are staffed in residence halls during a set time each week or month? • Students visit the centers on a regular basis during staffed hours SUCCESS INDICATORS • Compile benchmarking research and write a proposal by December 2017 Dec 2016 EAP Team & LT NOTES Implement New Cross Training Activities ACTION ITEMS • Train academic advisors on how students can schedule a career advising appointment (provide marketing handouts for this) • Train UD advisors on Career Guides • Train UD advisors on career assessment tools - MBTI and SII • Teach UD advisors the role assessments play in career development SUCCESS INDICATORS • UD Advisors can identify career assessments that students should take and how a student can sign up for that process • UD Advisors will understand how career assessments fit into the career development process Exploratory Advising and Programming 15
Expand collaboration in event programing, training, and development of new cross office services TASKS Dec 2016  Pat Donah...
TASKS, Continued 2016-2017 Pat Donahue NOTES Form new collaboration committees OVERVIEW There is an opportunity to collaborate with many entities across campus to execute larger, overarching goals for student success. To do this, committees need to be formed to best execute services to meet the shared needs of students. ACTION ITEMS • Form the following new councils with University Division/OVPUE: • Experiential Learning Council • IT Committee • Programming Group • A pre-graduate school application advisory board • Student Success Committee • Academic and Career Integration Committee • Maintain the following councils that bridge career services on our decentralized campus • Metrics • MSE • Employer Relations • Technology Committee • Diversity Committee • Form new career services council committee for career advising 16 Exploratory Advising and Programming
TASKS, Continued 2016-2017  Pat Donahue NOTES  Form new collaboration committees OVERVIEW  There is an opportunity to coll...
Career Peer Program Sub Team of the Exploratory Advising and Program Team Leader: Lindsey Hojnowski Mission The Career Development Center’s Career Peer Program is a paraprofessional, leadership, and part-time employment opportunity for undergraduate and graduate students to directly provide career advising to their peers at IU. Career Peers will serve as Career Development Center (CDC) representatives and provide quality support and outreach for the Center and its constituencies. Career Peers serve in both on-site and off-site student career advising, participate in CDC outreach and tabling events, contribute to the marketing of CDC services and events, and provide team member support for special projects. Goals 1. Hire student workers (Career Peers) to serve as representatives for the office, assisting with drop-in advising, programming (outreaches & events), and project-based work. 2. Conduct orientation to better acquaint career peer team to office space/staff/responsibilities and expectations. 3. Provide proper training in efficient and timely manner ensuring confidence in career peer team. 4. Distribute projects to career peers as projects arise and available work time permits. 5. Continue to implement supervision tactics which provide career peers valuable feedback in order to address, improve or compliment performance. 6. Collect all data representing career peers’ contribution to center-wide services in order to determine percentage of measurable work completed by career peer team. 7. Strive to make work as enjoyable as possible for career peer team while recognizing that looks different for each individual. CAREER DEVELOPMENT CENTER STRATEGIC PLAN, 2016 - 2017 17
Career Peer Program Sub Team of the Exploratory Advising and Program Team Leader  Lindsey Hojnowski  Mission  The Career D...
Hire Career Peers to serve as representatives for the office, assisting with drop-in advising, programming, and project-based work. Recruit, interview, and hire career peers in mid to late spring, maintaining a minimum of 6 students/yr., based on need of program. TASKS Fall 2016 & Spring 2017 Recruiting ACTION ITEMS Lindsey Hojnowski • Determine if any current front-desk student employees have an interest in applying to become a career peer & share application • Contact Masters of Counseling students and share career peer application (Faculty member: Catherine Gray, catgray@indiana.edu) • Recruit Cox Exploratory Scholars • Present to class every fall (Fall 2016) • Contact Alice Dobie-Galuska to send an email with a job description to the Cox Scholar list serve • Speak to Cox Exploratory Scholars at group meeting in March or April 2017 • Post career peer opportunity on myJobs • Promote at Spring Internship & Part-time Job Fair • Market to Social Work students • Market to HESA undergraduate minors • Reach out to former candidates, counseling minors, SPEA HR majors, and psychology majors NOTES Spring 2017 Lindsey Hojnowski, LT member, & Career Peer Interviewing NOTES ACTION ITEMS • Conduct in-person interview for each career peer before they leave for summer break. Interview over the phone if in person is not possible. • Use current list of interview questions • Confirm 10 hour commitment, mostly from 12:30-5pm, before hired. • Students must have afternoon & some evening availability. • Must be available for orientation. SUCCESS INDICATORS • Career peers range in age from sophomore to graduate student • Range of schools & majors represented • Minimum of 6 career peers each year to maintain all career peer & graduate student drop-in (when all staff are fully trained), as well as career peers & GAs being responsible for a significant percentage of outreach presentations 18 Career Peer Program
Hire Career Peers to serve as representatives for the office, assisting with drop-in advising, programming, and project-ba...
TASKS, Continued NOTES Long Term Goals OVERVIEW • Achieve recognition by students all across campus allowing career peers to serve as ambassadors for the program • Program will recruit for itself due to campus recognition and student desire to work in our office. • Program grows to 15-20 career peers in response to a great need for career advising for UD students in a variety of locations. Career Peer Program 19
TASKS, Continued NOTES  Long Term Goals OVERVIEW       Achieve recognition by students all across campus allowing career p...
Orient and train career peer team to office space/staff/responsibilities and expectations. TASKS Summer & Fall 2016 Orientation OVERVIEW Lindsey Hojnowski, 2nd year career peers, GAs, additional staff as needed A full day retreat designed to acquaint all career peers to our office, to one another, and to set goals together for the year. (August 21, 2016)- Includes Media Team , IT student staff, &reception staff) ACTION ITEMS • Complete Hospitality request: can have food because considered a staff retreat • Design orientation programming & invite appropriate staff members • Organize all materials to execute program NOTES SUCCESS INDICATORS • • • • • Summer & Fall 2016 Career peers know their responsibilities & expectations Career peers feel comfortable as a member of the CDC team Paperwork is complete Work schedules and DIA observation schedule are finalized Basic understanding of our technology and office organization chart Training Lindsey Hojnowski, & Courtney Hill NOTES OVERVIEW Complete new career peer training within first 4 weeks of start date by utilizing the career peer training checklist and the topic checklist. All 10 hours of work will be spent focusing on advising and outreach training. Any topic that has not been covered should be completed through several role plays until career peer feels comfortable advising. (New CPs observe 10 hours a week. They can attend team meetings for projects starting after first 4 weeks.) ACTION ITEMS • • • • • Create binder/handbook for each career peer (Summer 2016) Organize DIA schedule to allow career peers observing professional staff and GAs Lindsey & Alexa will observe each CP in DIA Schedule regular check-in meetings with individual career peers Have career peers complete MBTI, SII, Skillscan, and LVI (Life Values Inventory) & review results as a team • Bring CaPS in to education CPs (& GAs) SUCCESS INDICATORS • By start of 2nd 4 weeks the career peer should be ready to conduct a drop-in advising session on their own, as well as deliver outreach presentations on their own • Career peers will have a better understanding of the benefits of taking our assessments after having taken all 4 themselves 20 Career Peer Program
Orient and train career peer team to office space staff responsibilities and expectations. TASKS Summer   Fall 2016  Orien...
Distribute and assess work for career peers as projects arise and available work time permits. TASKS Fall 2016 & Spring 2017 Lindsey Hojnowski NOTES Projects OVERVIEW During the first year on staff, career peers will be asked to complete projects as needed. Entering their second year, if they stay on staff, they will have the freedom to brainstorm, create and execute projects based on direction given from supervisor and approval from the leadership team. ACTION ITEMS • Determine projects career peers can assist with • Connect career peer with project organizer ensuring career peer understands project expectations and the appropriate office contact for questions • Set clear project deadlines • Check-in weekly or bi-weekly meeting on projects • Learn career peers interest area/future goals • Educate career peer on process if they would like to implement their own project SUCCESS INDICATORS • Career peer knows who project organizer is • Career peer approaches project organizer with questions • Career peer approaches any staff member when drop-in advising is slow and they need more to do. Spring 2017 Lindsey Hojnowski NOTES Collect all data representing career peers contribution to center-wide services ACTION ITEMS • Run report to determine how many drop-in appointments career peers conducted, determine percentage compared to rest of staff • Determine how many outreaches were conducted by career peers compared to overall staff • Continued semester advising surveys SUCCESS INDICATORS • Will have data to inform career peer hiring practices and job duty practices, for example where (satellite locations) and how often they should work. • Will be able to use data collected to share with campus partners on impact of the program Career Peer Program 21
Distribute and assess work for career peers as projects arise and available work time permits. TASKS Fall 2016   Spring 20...
Continue to implement supervision tactics which will improve career peers experience and performance. TASKS Fall 2016 & Spring 2017 New Supervision Protocols OVERVIEW Lindsey Hojnowski & Courtney Hill Implement supervision tactics that enable supervisor (myself) to measure career peer progress and provide necessary feedback. NOTES ACTION ITEMS • Begin each semester with individual goal setting • Ask career peers to complete “How I like to be coached” worksheet • Have career peers rank themselves in different competency areas using chart from end-of-year evaluation • Conduct 8 week midway check-in with supervisor or GA observing DIA • End each semester with an evaluation meeting to review goals and progress • End each year with formal evaluation sheet • Schedule half hour bi-weekly meetings to understand what they are working on and where they may have questions SUCCESS INDICATORS • Career peer and myself (supervisor) can easily identify what goals are for each semester and measurable methods to achieve those goals • Career peer areas of concern are addressed immediately to allow career peer to feel confident in their work. On-going Lindsey Hojnowski & Jasmin Calvin Incorporating Fun NOTES OVERVIEW Work should be fun and enjoyable. In this role, I will make an ongoing attempt to achieve career peer happiness in their work environment. ACTION ITEMS • Ask how career peers like to have fun at work • Determine monthly strategies/new ideas to incorporate fun • Continue to implement recognition program for career peers (Jasmin) SUCCESS INDICATORS • Career peers are happy at work. • Career peers stay with our office as long as possible. 22 Career Peer Program
Continue to implement supervision tactics which will improve career peers experience and performance. TASKS Fall 2016   Sp...
Experiential Learning Programs & Services Leader: Jan Nickless Members: Nick Bragin & Lisa Hamilton Mission The ELPS Team mission is to provide IU students with experiential learning opportunities through part-time employment, internships and job fairs by bringing students and employers together. Educate students on why networking and connecting with professionals in their field of interest and/or curiosity is important. Develop and maintain a robust internal database of career mentors “HoosierConnections” along with LinkedIn and IU Alumni as networking resources. Sponsor a Welcome Week “CDC Open House” event for students to learn about where we are, who we are and what we do while also playing games and having FUN. Approach each student’s experiential learning and networking goals through an extremely “holistic” lens. Overview of ELPS Team Focus Areas Part-time Employment – list on campus & off campus part-time employment opportunities for students Identify how students seek part-time employment – what resources do they use & what resources do employers use Job Fairs – sponsored in August and March to more efficiently bring students and employers together Internships – identify on-campus internships, identify and cultivate off campus internship opportunities HoosierConnections – a professional mentorship, networking, job shadowing database Website Tools Goals 1. 2. 3. 4. 5. Successfully build/maintain quality Employer Relationships that lead to part-time job and internship opportunities Categorize on-campus internships Educate students on the benefits of experiential learning Launch HoosierConnections Launch New Part-time Job and Internship Fair in March 2017 CAREER DEVELOPMENT CENTER STRATEGIC PLAN, 2016 - 2017 23
Experiential Learning Programs   Services Leader  Jan Nickless Members  Nick Bragin   Lisa Hamilton  Mission  The ELPS Tea...
Successfully build and maintain quality employer relationships that lead to part-time job and internship opportunities for IUB students Maintaining relationships with existing employers is vital but building relationships with new employers is critical. Working to create more meaningful, project oriented experiences for IU students is key to meeting student demand and to growing a rich and rewarding program. TASKS Fall 2016 & Spring 2017 Jan, Nick, and Lisa NOTES Become involved in Bloomington Chamber of Commerce, Business Networking International, Bloomington Economic Development Corporation. OVERVIEW We will meet on a weekly basis to review upcoming meetings and opportunities for us to connect with Bloomington businesses, schedule and attend monthly business meetings, reach out to new and existing businesses who have not used our myJobs system before. ACTION ITEMS • Review Chamber Business Directory, newsletter and BizNet publication weekly • Become involved in BED (Bloomington Economic Development) whose mission is to promote local business • Target 5 new business contacts a semester • Attend networking meetings (Business After-Hours, Business Networking International, HYPE) • Seek opportunities to present about how the CDC can assist with part-time employment needs • Develop wish list of employers currently not using myJobs SUCCESS INDICATORS • Grow our employer base by 5 – 7 new businesses a year • Build relationships with prominent members of our community • Stronger integration of local opportunities for students in advising 24 Experiential Learning Programs & Services
Successfully build and maintain quality employer relationships that lead to part-time job and internship opportunities for...
TASKS, Continued Spring 2017 Jan Nickless NOTES Benchmark campus internship program – Hire Local OVERVIEW Clemson University and other universities have developed centralized listings of on-campus internships. Because of this, we will benchmark what they or other universities have done to create this approach in posting positions and creating internship opportunities. ACTION ITEMS • Write a benchmarking report for on-campus internship programs • Work with IU Offices and departments to develop internships or part-time jobs within their offices at IU SUCCESS INDICATORS • Report on best practices of on-campus internship programs Spring 2017 ELPS Team NOTES Develop Backyard Employers Event OVERVIEW Backyard employers is an open house program between local companies and IU students who can visit the employers’ site to learn more about the company. ACTION ITEMS • Bi-monthly, arrange an open house with local employers such as Cook Pharmica and Secretly Canadian SUCCESS INDICATORS • Students will be visiting Indiana companies and helping with the Brain Drain issue in the state Spring 2017 Jan Nickless & ER Team NOTES Benchmark Partnership Between Alumni Relations and Career Services ACTION ITEMS • Benchmark and develop strategic plan on how the CDC and Alumni Relations will work together SUCCESS INDICATORS • Provide more experiential learning opportunities, mentoring experiences, and informational interviews for university division students Experiential Learning Programs & Services 25
TASKS, Continued Spring 2017  Jan Nickless NOTES  Benchmark campus internship program     Hire Local OVERVIEW  Clemson Uni...
TASKS, Continued Spring 2017 Pat Donahue NOTES Partner with IU HR to Standardize Student Part-Time Jobs Postings ACTION ITEMS • Write a report for the Provost on the benefits of centralizing IUB part-time job postings with Indiana University Human Resources • Draft and create a system to categorize part-time jobs on-campus by industry 26 Experiential Learning Programs & Services
TASKS, Continued Spring 2017  Pat Donahue NOTES  Partner with IU HR to Standardize Student Part-Time Jobs Postings ACTION ...
Categorize On-campus Internships The IU campus offers numerous experiential learning opportunities such as Internship experiences devoted to developing personal characteristics and professional transferable skills. Our focus is to identify these opportunities for students and make them available through our Career Guides. TASKS Fall 2016 Nick Bragin NOTES Create a strategy utilizing the IU campus A-Z list of department websites and assign Career Peers the task of researching each website for experiential learning opportunities. OVERVIEW Career Peers will research IU Department websites for internship opportunities. ACTION ITEMS • Develop a data collection tool & gather information from campus departments • Collaborate with campus offices and departments to collect information and share office services • Input data into Career Guides where the information can be easily accessible for students SUCCESS INDICATORS • 12-15 opportunities are reflected in our Career Guides • Data is also connected in our Career Guides • Identify more on-campus internships Experiential Learning Programs & Services 27
Categorize On-campus Internships The IU campus offers numerous experiential learning opportunities such as Internship expe...
Educate students on the benefits of All Experiential Learning, including Part-time Student Employment, Internship Experiences, Volunteer Opportunities, and Involvement with Student Organizations Do students really understand the scope of holistic learning through experiential education? How can we create a “buzz” when it comes to the many facets of Experiential Learning and the transferable skills that are waiting to be developed? Transferable skills developed from experiential learning opportunities: communication, interpersonal, teamwork, technology, content knowledge, leadership, confidence, critical thinking, trouble shooting, problem solving, time management, networking, customer service, organization, conflict resolution. TASKS Fall 2016 & Spring 2017 Jan, Nick, and Lisa NOTES Raise awareness and understanding on the value of working part-time and pursuing internships. OVERVIEW We will create resources to enhance students’ understanding of experiential learning opportunities and their importance. This will include online videos, articles, a presence in the newsletter, and panel discussions during the Hungry for Success event. ACTION ITEMS • Create call to action on webpage to direct students to part-time employment • Re-evaluate and redesign the part-time and summer jobs page to include up-to-date links and resources to direct students to job postings and external sites. • Employer Testimonials / Student Testimonials (regular rotation of video diaries) • How to/Student Success/Best Practices videos and listicles to promote Experiential Learning • Enhance participation in Student Employment Awareness week • Blurb “Advice from Your Experiential Learning Team” in the bi-weekly CDC Newsletter • Serve on panel at Hungry for Success on the value of experiential education and the various avenues for involvement SUCCESS INDICATORS • New button/link on CDC website directing students to part-time employment • New resources added to indicate multiple sources for part-time jobs • Monthly student testimonial video, listicle, or how-to video to be featured on site, social media, and newsletter. 28 Experiential Learning Programs & Services
Educate students on the benefits of All Experiential Learning, including Part-time Student Employment, Internship Experien...
Launch HoosierConnections HoosierConnecions professional mentorship program will facilitate students’ connections with industry professionals to help enhance the career and major exploration process and build their professional network. TASKS Fall 2016 Lisa NOTES Create Professional Mentorship Program: Technology Implementation, Program Management and Execution OVERVIEW Professional networking is a great tool for students to utilize in understanding and researching career fields and majors of interest. This new tool will allow students to use their MyJobs account to identify and connect with career professionals to engage in informational interviews, job shadowing, site visits, resume critiques, mock interviews, and other professional experiences. ACTION ITEMS • Target and contact area professionals for the purpose of recruiting mentors • Open program to students in a soft launch • Educate staff on working with students before giving them access to HoosierConnections • Create marketing plan to advertise program to students, staff, employers, and alumni • Create work-flow process for managing contact and student relationships SUCCESS INDICATORS • • • • • Site is setup and accessible Staff are aware of mentors and are referring students to specific opportunities Career Professionals are engaged in the system (at least 20 mentors live in the system) Students are accessing system and utilizing contacts Students are ending their mentorship experience by clicking the “Mentoring Complete” button Experiential Learning Programs & Services 29
Launch HoosierConnections HoosierConnecions professional mentorship program will facilitate students    connections with i...
Launch NEW Summer Part-time Job and Internship Fair - March 2017 Rebrand the Summer Part-time Jobs Fair to include internships in addition to part-time employment opportunities. Moving the fair to an earlier date will allow local, regional, and national employers the opportunity to offer summer internships as part of the expanded scope of this event. TASKS Spring 2017 Expand the scope of the spring fair to include internships. Jan, Lisa, and Nick NOTES OVERVIEW In an effort to increase student participation and maintain relationships with employer partners we previously worked with while combined with ASCS, we will be reformatting the Summer Part-time Jobs Fair to a Spring event focusing on part-time employment and internships. This effort will provide students more opportunities locally and nationally. ACTION ITEMS • Move the fair to a date prior to Spring Break. • Invite regional and national employers, encouraging internship recruitment. • Extend invitation to all IU Students. SUCCESS INDICATORS • National and regional employers express interest and attend the event • Increased internship postings on myJobs from major companies • Student participation reflects attendance numbers prior to the CDC/ASCS split 30 Experiential Learning Programs & Services
Launch NEW Summer Part-time Job and Internship Fair - March 2017 Rebrand the Summer Part-time Jobs Fair to include interns...
Assessment, Technology, & Media Leader: Cassi Winslow-Edmonson Members: Giff Reed, Amanda Zhao, Michael Moore, Lindsey Snow, & Manjari Agrawal Mission The mission of the ATM team is to serve as the backbone of support to all other services within the office. We strive to improve efficiency and effectiveness of our services by using new and modern student centered marketing, state of the art technology, and collection of evidence show casing our service impact, strengths, and opportunities for growth. Overview of ATM Areas Manage Symplicity, a Career Services Management System, for students, employers, and staff Maintain online and physical marketing presence for the office Update and manage cdc.indiana.edu, staff portal, office blog, and office social media Assess office services, tools, and student experiences to improve core office functions Goals 1. Implement new online technologies and revise existing media to maintain our national, trend-setting services for students, employers, and the public. 2. Collaborate with IU technology systems to implement new data feeds to connect career services to academic advising 3. Standardize Symplicity usage, data, and training across the MSE 4. Setup and connect students to Symplicity features that enhance their career development 5. Develop and administer new assessments practices to improve career advising services CAREER DEVELOPMENT CENTER STRATEGIC PLAN, 2016 - 2017 31
Assessment, Technology,   Media Leader  Cassi Winslow-Edmonson Members  Giff Reed, Amanda Zhao, Michael Moore, Lindsey Sno...
Implement new online technologies and revise existing media to maintain our national, trend-setting services for students, employers, and the public TASKS October 2016 Cassi WinslowEdmonson NOTES Migrate cdc.indiana.edu from WCMS Author to WCMS Sites OVERVIEW WCMS Author is phasing out as of August 2016. All of the website content on cdc.indiana.edu will be transferred to the new management platform. During this process, the CDC will uncouple all shared pages from the retired Arts and Sciences Career Services webpage. ACTION ITEMS • Collaborate with UITS and OVPUE IT to create strategic plan to smoother transition content • Duplicate existing content of shared pages onto new stand alone pages • Create action plan for transitioning resource library - more than 800 online career advising resources SUCCESS INDICATORS • Page will be housed under OVPUE IT umbrella • Any OVPUE IT unit will be able to “connect” content seamlessly through new management platform • CDC will be able to integrate OVPUE department datafeeds into CDC site October 2016 Cassi WinslowEdmonson NOTES Launch major career guides project OVERVIEW In 2015-2016, the framework for this project was developed. During this academic year, it is our goal to execute content development and online structure. ACTION ITEMS • • • • • • Divide overall project into smaller parts and assign to student and professional staff Work with tech intern to develop backend of the major guides project Input project data into WCMS Train staff on how to input data Train staff on how to use new tool with students Market new tool to students SUCCESS INDICATORS • Major guides will be ready to launch for 2017-2018 academic year • All primary majors will have a guide associated with that major 32 Assessment, Technology, & Media
Implement new online technologies and revise existing media to maintain our national, trend-setting services for students,...
TASKS, Continued Dec. 2016 Cassi WinslowEdmonson & Tech Intern NOTES Develop an undecided career guide OVERVIEW Currently there are 24 career guides representing a multitude of industries. An exploratory student entering our current career guide area would not find an exploratory option and may not navigate to additional parts of site to find this information. This new guide would explain how a student could begin the process of exploration with a career advisor. ACTION ITEMS • • • • • Identify goals and learning outcome for new student guide Develop content for new guide Develop website back-end to accommodate new guide Launch new guide and train staff Advertise new guide to students SUCCESS INDICATORS • Guide will be housed on website by August 2017 • Website analytics will show new online traffic July 2016 Cassi WinslowEdmonson & Tech Intern NOTES Develop academic and career roadmap implementation plan OVERVIEW There are continuous conversation circulating around campus to find a tool that can pull in data from a multitude of sources that showcase the accomplishments and planning elements of a student’s undergraduate experience. It is our a goal to create a landing page where students can see their once siloed actions appearing as one cohesive experience. ACTION ITEMS • Identify key partners across campus that would want their milestones to be added into the guide • Explore current data structures to see how data from a multitude of sources could be pulled together into one location • Create design elements that represent student’s experience • Code back-end to support all data feeds and design • Collaborate with OVPUE IT to ensure usability and lasting maintenance SUCCESS INDICATORS • All components of the academic and career roadmap will be identified by January 2017 • Elements will be designed and coded during spring 2017 • Ideal launch date would be August 2017 Assessment, Technology, & Media 33
TASKS, Continued Dec. 2016  Cassi WinslowEdmonson   Tech Intern NOTES  Develop an undecided career guide OVERVIEW  Current...
Collaborate with IU technology systems to implement new data feeds to connect career services to academic advising TASKS October 2016 Cassi WinslowEdmonson NOTES Add new SIS Career Advisor Field OVERVIEW Currently students are able to see their academic advisor in SIS. It is imperative for students to also identify their assigned career advisor in this same location. ACTION ITEMS • Collaborate with UITS to develop code structure for career advisor office and advisors • Gather necessary advisor data for UITS • Compile data file for new SIS field and share with UITS SUCCESS INDICATORS • UD students will have career advisor listed in SIS October 2016 Cassi WinslowEdmonson NOTES Populate Symplicity with academic advisor field to increase collaboration with University Division OVERVIEW To ease the process of assigned students in Symplicity, it is necessary to add an academic advisor field into Symplicity. Once the field is added, detailed searches for students and reporting will be possible for assigned career advisors. ACTION ITEMS • Create and multiply fields across the MSE • Collaborate with UITS to implement data feed change SUCCESS INDICATORS • Student career advisor assignments for Fall 2017 will be based on SIS data that is populated into Symplicity • Career advisors will know their students’ academic advisor in real time 34 Assessment, Technology, & Media
Collaborate with IU technology systems to implement new data feeds to connect career services to academic advising TASKS O...
Standardize Symplicity usage, data, and training across the MSE TASKS Fall 2016 Cassi WinslowEdmonson, Nick Bragin, Lisa Hamilton, Jan Nickless, Amanda Zhao, & Michael Moore NOTES Update MSE MOU and Symplicity System OVERVIEW The CDC serves as the chair to the MSE committee. It is our responsibility to maintain and implement policy. The MSE is in its third year of practice and during this time, the needs of the group have changed based on the new capabilities of the product, cyber attacks, and changes in data needs. It is the goal of the group to update our policies to reflect our current usage and to standardize practices across all MSE offices. ACTION ITEMS • • • • • • • Analyze current MOU and identify gaps and changes Write new content for employer and contact approval processes Write new content for job approval processes and job affiliation process Identify and apply new MOU user types Create training materials for all new career services staff that pertain to Symplicity Clean up employer and contact directories Clean up student data and identify better ways to see “current” students SUCCESS INDICATORS • Reduction in fraudulent employers and postings • Clarity is job responsibilities - ie who approves what job type • New staff are oriented to standardized MSE processes Spring 2017 Cassi WinslowEdmonson & Amanda Zhao NOTES Create Symplicity training videos for new CDC Staff OVERVIEW Symplicity is a complex career services management tool that can be challenging to learn. New staff currently learn the tool through observation and trial and error. Our goal is to create new video trainings that train new employees on each module within Symplicity. Additionally, it will train new staff on how to make system adjustments achieving the goal of cross-training for our system. ACTION ITEMS • Create training material curriculum for all Symplicity Modules • Screen capture trainings • Identify storage location of training videos SUCCESS INDICATORS • Staff will be oriented to Symplicity modules • Staff will have a basic understanding of how to use the tool in their work • Staff will be able to identify appropriate tools that aid their work Assessment, Technology, & Media 35
Standardize Symplicity usage, data, and training across the MSE TASKS Fall 2016  Cassi WinslowEdmonson, Nick Bragin, Lisa ...
Develop and administer new assessments practices to improve career advising services TASKS May 2017 Kody Sexton & Cassi Winslow-Edmonson NOTES Career Assessment for Marginalized Students OVERVIEW This assessment project will analyze career self-efficacy and cultural dexterity among UD students with marginalized identities. Studies have shown that students with marginalized identities face difficulty in their career development due to societal and self-stereotypes, isolation from professional networks, and limited access to guidance (Kerka, 2003). Thus, the purpose of this project is collect quantitative and qualitative data that will provide CDC staff with a better understanding of how to best support UD students with marginalized identities as they navigate the career development process. ACTION ITEMS • • • • Design survey/data collection process to collect student data Analyze data and create office report Share and present the collected data with higher education professionals Recommend specialized and innovative approaches/practices for promoting cultural dexterity and career self-efficacy among UD students with marginalized identities SUCCESS INDICATORS • Identification of current processes and gaps in advising processes for marginalized populations • Partner offices will receive a comprehensive report of student experiences in career development • Create new training materials that focus on specialized student populations 36 Assessment, Technology, & Media
Develop and administer new assessments practices to improve career advising services TASKS May 2017  Kody Sexton   Cassi W...
TASKS, Continued Sept 2016 Amanda Zhao & ELPS Team NOTES Create new Employer Student Hire Data Collection Method OVERVIEW Our office is awarded JLD funds every year and requirement for the grant is to provide student hire data. Currently that data is collected at the end of the fiscal year with less than a 30% response rate. Our goal is to increase the response rate by providing a more timely data collection process for employers. ACTION ITEMS • Create a year round survey that can be administered through Symplicity emailing • Identify other opportunities for employers to report student hire information • Create a work flow process between the assessment team and the employer relations team to identify current gaps in employer hire data SUCCESS INDICATORS • Response rate for employers will be 70% • Data collection process will be more timely and easy for employers to complete • Work flow process for identifying missing data element will be streamlined Spring 2017 Assessment Team NOTES Benchmark Pre and Post Career Assessment for 2017 Students OVERVIEW Our goal is to identify the career development confidence of students when they enter college and when they leave university division in order to show career services impact on career development. ACTION ITEMS • Collaborate with Bloomington Assessment and Research to identify data collection processes to measure office impact with students SUCCESS INDICATORS • By Summer 2017, the CDC will have a data collection method to begin the process for the following academic year that will show office impact with students’ career development needs. Assessment, Technology, & Media 37
TASKS, Continued Sept 2016  Amanda Zhao   ELPS Team NOTES  Create new Employer Student Hire Data Collection Method OVERVIE...
University Relations, Marketing, and Media Team Sub Team of the Assessment, Technology, and Media Team Leader: Giff Reed Mission Building off of what we learned last year, it is imperative that the marketing strategy for University Division students focus on the questions they are actually asking themselves and others at this stage of their academic careers. Freshmen and Sophomore students need to be ‘wooed’ more than ‘sold’ on the value of career development and the following efforts seek to ‘meet them where they are’ while calling them to where we want them to be. Goals 1. Develop and implement refreshed CDC brand identity 2. Enhance and expand social media engagement 3. Develop and create videos for students and staff 38 CAREER DEVELOPMENT CENTER STRATEGIC PLAN, 2016 - 2017
University Relations, Marketing, and Media Team Sub Team of the Assessment, Technology, and Media Team Leader  Giff Reed  ...
Develop and implement refreshed CDC brand identity After multiple years with the current brand identity the CDC seeks an identity refresh to stay in step with current style trends. We believe that brand consistency is vital for creating recognition and positive response from University Division Student. To create this consistency we will focus this rebranding effort around the first 5 steps of the 9-step Career Development Process as these steps are most relevant for University Division students. TASKS May 2017 Giff Reed & Cassi Winslow-Edmonson NOTES Align in-house marketing to updated brand ACTION ITEMS • • • • • • Brainstorm Ideas for Refreshed Brand Identity Create Basic Brand Guidelines Development Print and Digital Marketing Materials Using New Brand Identity Create new photo booth representing new brand Align Website with updated brand Update career advising handouts to reflect updated brand SUCCESS INDICATORS • • • • Spring 2017 Giff Reed NOTES Accomplish Brand Identity Refresh Deliver Marketing Materials for Distribution Unified message and visual identity across mediums and platforms Engagement with Digital Materials Posted on Social Media Update CDC Website and Information on Campus Partners’ Media ACTION ITEMS • Rewrite CDC website content to cater specifically to University Division students • Identify external sources of information related to CDC and examine content in relation to new office mission • Rewrite CDC content on campus partners’ materials and share new content with campus partners • Identify online and print marketing opportunities where we can link or share CDC information on campus partners’ media SUCCESS INDICATORS • Accurate information regarding the Career Development Center is present on all campus websites • More campus offices link to our cdc.indiana.edu webpage or social media University Relations, Marketing, and Media Team 39
Develop and implement refreshed CDC brand identity After multiple years with the current brand identity the CDC seeks an i...
Enhance and Expand Social Media Engagement After a very successful year of implementing a new social media plan apart from ASCS, the CDC Media Team seeks to expand the social media reach for University Division students. It is important to inform students of the CDC events and services through platforms that they use most often and are willing to engaging with us on. TASKS May 2017 Giff Reed & Media Team NOTES ACTION ITEMS • Grow CDC Twitter Followers and Content • Implement enhanced tweeting strategy • Live tweeting events, Daily Trending Hashtags • Create Weekly Content for CDC Blog (Tip Tuesday, Working Wednesday, Throwback Thursday, and Fun Friday) • Development New Blog Content • Director’s Cut • Employer Profiles • A Closer Look (in depth explanations of main CDC Events) • Resuscitate CDC Instagram account • Development Content Strategy • Gather Data on All Social Media Platforms SUCCESS INDICATORS • • • • • Recruit more than 500 new students followers to Twitter Post 3+ tweets per day on average Recruit more than 500 new followers to Instagram Consistent brand and content present on social media sites Students and campus partners engage with content on social media by sharing and liking content posted by CDC staff • Total Number of Twitter Impressions Reaches 50,000 during each 28 day period of school year 40 University Relations, Marketing, and Media Team
Enhance and Expand Social Media Engagement After a very successful year of implementing a new social media plan apart from...
Develop and create videos for students and staff The CDC provides endless resources for students through handouts and online links. However, many of our services could be demonstrated to students through a video medium. Videos will assist students to gain quick insight into our tools, events, and services. Videos will allow students to gain access to content they would otherwise may not be able to see, such as a career workshop. TASKS May 2017 Giff Reed & Media Team NOTES Develop and Create Videos for Event and CDC Services OVERVIEW Understanding that students connect well with videos and tend to primarily gather information in relatively fast, humorous, and engaging ways, the CDC Media Team seeks to develop and create interesting and engaging videos that promote CDC Event and Services. ACTION ITEMS • • • • • Hire and Train additional Staff (Graphic Designer and Videographer) Create Career Coach Pat Video Series Create ‘Explore Month’ Promo Video Create ‘My Dream Career’ Video Implement ‘I Care Most About’ Video • Create ‘Summer Internship & Part-time Jobs’ Promo Video SUCCESS INDICATORS • 50 Total Views for Each Video on First Day of Release • 200 Total Views for Each Video Within First Week of Release • Campus Partners share and post video through newsletters and social media December 2017 Giff Reed, Alexa Yarnelle, & Media Team Capture and Create CDC Workshop and How To Videos OVERVIEW Students like to have control over when, where, and how they consume content that will help them understand and act on important academic and co-curricular endeavors. The CDC Media will create On Demand Video Workshops by capturing and editing our current workshops in creative, informative, and helpful ways. NOTES TASKS • • • • • • Identify appropriate workshops to record and create strategy for capturing content Work with OVPUEIT to secure recording equipment Capture Workshops Develop Supporting Images to edit into videos Edit Captured Content for clarity and length Create ‘How To’ videos for common actions on MyJobs SUCCESS INDICATORS • New Workshops Videos Created and Housed • Videos Marketed Through Social Media and CDC Newsletter • Data Collected on Total Views and length of view University Relations, Marketing, and Media Team 41
Develop and create videos for students and staff The CDC provides endless resources for students through handouts and onli...
TASKS, Continued May 2017 Giff Reed, Cassi Winslow-Edmonson & Media Team NOTES Create a Landing Page on the CDC Website to House Workshop and How To Videos OVERVIEW Once we have the On Demand Workshop Videos completed, they need to have a place to ‘live’ online. Developing a dedicated page on the CDC website will create an easily accessible way for students to engage with the videos. TASKS • Design and Create Landing Page • Market On Demand Workshop and How To Videos • Create Plan to Track View Rates of Each Video SUCCESS INDICATORS • New Page Created • Page Marketed • Data Collected on Total Views and length of view 42 University Relations, Marketing, and Media Team
TASKS, Continued May 2017  Giff Reed, Cassi Winslow-Edmonson   Media Team NOTES  Create a Landing Page on the CDC Website ...